Education Policy & Social Inequality

About this series

This series publishes monographs and edited collections that
investigate relations between education policy and social inequality.
Submissions that provoke new and generative ways of thinking about and acting
on relations between education policy and social inequality are particularly
invited from early career, emerging and established scholars.

While education policy has often been understood as having a
normative function and is proposed as the solution to social inequality, the
series is interested in how education policy frames, creates and at times
exacerbates social inequality. It adopts a critical orientation, encompassing
(1) innovative and interdisciplinary theoretical and conceptual studies –
including but not exclusively drawing on sociology, cultural studies, social
and cultural geography, history – and (2) original empirical work that examines
a range of educational contexts, including early years education, vocational
and further education, informal education, K-12 schooling and higher education.

The series sees critique and policy studies as having a
transformative function. It publishes books that seek to re-articulate policy
discourses, the realm of research, or which posit (1) new dimensions to
understanding the role of education policy in connection with enduring social
problems and (2) the amelioration of social inequality in ways that challenge
the possibility of equity in the liberal democratic state, as well as in other
forms of governance and government.

Education Policy and Social Inequality is edited by
Professor Trevor Gale.

Please contact the publishing editor, Nick Melchior (email:
nick.melchior@springer.com) if you are interested in submitting a proposal to
this series.